Abstract
BackgroundThe Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet, when a swift and unexpected transition occurs from face-to-face to online, remote learning of the LA environment, it is unknown how LAs are able to maintain their motivation (competence, autonomy, and relatedness), adapt to these new challenges, and sustain their student-centered efforts. This study used Self-Determination Theory (SDT) to model theoretical aspects of LAs’ motivations (persistence and performance) both before and after changes were made in delivery of a Calculus II course at Texas Tech University due to COVID-19 interruptions.ResultsAnalysis of weekly written reflections, a focus group session, and a post-course questionnaire of 13 Calculus II LAs throughout Spring semester of 2020 showed that LAs’ reports of competence proportionally decreased when they transitioned online, which was followed by a moderate proportional increase in reports of autonomy (actions they took to adapt to distance instruction) and a dramatic proportional increase in reports of relatedness (to build structures for maintaining communication and building community with undergraduate students).ConclusionsRelatedness emerged as the most salient factor from SDT to maintain LA self-determination due to the COVID-19 facilitated interruption to course delivery in a high-stakes undergraduate STEM course. Given that online learning continues during the pandemic and is likely to continue after, this research provides an understanding to how LAs responded to this event and the mounting importance of relatedness when LAs are working with undergraduate STEM learners. Programmatic recommendations are given for enhancing LA preparation including selecting LAs for autonomy and relatedness factors (in addition to competence), modeling mentoring for remote learners, and coaching in best practices for online instruction.
Highlights
Research-oriented institutions offer large lecture sections of introductory level science, technology, engineering, and mathematics (STEM) courses, which structurally reduce interactions between instructors and students (Geske, 1992)
Results show the frequency counts from sampled learning assistants (LAs), sourced from their journal entries, that reported aspects of competence decreased by 7%
The LAs writing about aspects of autonomy decreased by 1% and relatedness increased by 8%
Summary
Research-oriented institutions offer large lecture sections of introductory level science, technology, engineering, and mathematics (STEM) courses, which structurally reduce interactions between instructors and students (Geske, 1992). STEM courses can seem ‘chilly,’ leaving students to feel isolated and doubting their belonging in STEM (Lichtenstein et al, 2014), especially among women and minority students (Chelberg & Bosman, 2019) It is infeasible for the faculty member to interact with each student or groups of students within the lecture period to foster this support for content mastery and personable interaction. One adaptive strategy to address the dearth of lecture-embedded interpersonal interactions to support STEM students is the use of learning assistants (LAs). As an LA, they are coached in both content and pedagogy, attended the lecture meetings of STEM courses (such as Calculus II), and during lecture, provided inclass support to pre-assigned groups of students (Learning Assistance Alliance [LAA], 2020a). Despite this growth and adaptation to new undergraduate contexts, the LA program remains mostly consistent
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